TIEE
Teaching Issues and Experiments in Ecology - Volume 3, April 2005
EXPERIMENTS
A Crosstown Walk to Assess Environmental
Changes Along an Urban Socioeconomic
Gradient
George Middendorf
Department of Biology, Howard University,
Washington, DC 20059, gmiddendorf@howard.edu
Charles Nilon
Department of Fisheries & Wildlife Sciences,
University of Missouri-Columbia, Columbia, MO 65211,
nilonc@missouri.edu
Students on the Street
Surveying Neighborhood
Photo by Bruce Grant
Table of Contents:
ABSTRACT AND KEYWORD DESCRIPTORS...........................................................2
SYNOPSIS OF THE LAB ACTIVITY............................................................................4
DESCRIPTION OF THE EXPERIMENT
Introduction..............................................................................................................6
Materials and Methods............................................................................................7
Questions for Further Thought and Discussion.....................................................10
References and Links............................................................................................11
Tools for Assessment of Student Learning Outcomes..........................................12
Tools for Formative Evaluation of This Experiment.........…..................................18
NOTES TO FACULTY................................................................................................19
STUDENT COLLECTED DATA………………………………………………………..…21
ACKNOWLEDGMENTS, COPYRIGHT AND DISCLAIMER......................................25
CITATION:
George Middendorf and Charles Nilon. April 2005, posting date. A Crosstown Walk to Assess
Environmental Changes Along an Urban Socioeconomic Gradient. Teaching Issues and
Experiments in Ecology, Vol. 3: Experiment #3 [online].
http://tiee.ecoed.net/vol/v3/experiments/crosstown/abstract.html
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 2
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
ABSTRACT
This exercise focuses on determining environmental and quality of life differences along
a cross-town transect spanning a socioeconomic gradient in a city (for example, we use
a transect that runs along T Street, Washington, DC, spanning approximately 25 blocks
from 4th Street (LeDroit Park) NE to 20th Street NW (Dupont Circle)). Data collected
along this transect allow students to examine relationships of demographic factors
(economic, social, etc.) to environmental quality. While ecological and environment
studies have traditionally focused on measurements of species distribution and
abundance, this exercise places those measurements with an anthropogenic context
and relates environmental conditions to issues of public health and safety. [Lab periods:
1-3; Outside activities: transect establishment, ecological and social assessment,
vegetation sampling, bird counts; Inside activities: data management, analysis, and
presentation]
KEYWORD DESCRIPTORS

Principal Ecological Question Addressed: How can humans drive ecological
processes that result in variation among communities? How does environmental
variation affect human communities? Both questions focus on the interaction
between humans and their environment, but from alternative viewpoints. We
consider it critical that students recognize that understanding urban ecosystems
requires looking at the system from both perspectives.

Ecological Topic Keywords: anthropogenic, community ecology, ecosystem
services, environmental justice, gradient analysis, population ecology, urban
ecology, urban ecosystems, urban wildlife conservation

Science Methodological Skills Developed: field work, hypothesis generation
and testing, statistics, graphics, data analysis, scientific writing, oral research
presentations

Pedagogical Methods Used: student-directed inquiry, cooperative learning,
problem-based learning, scoring rubrics
CLASS TIME
One to three lab periods (3 to 6 hours of class time) depending on amount of time
instructor wishes to spend on assignment
OUTSIDE OF CLASS TIME
Six to 12 hours, based on two hours of data analysis and report preparation for each
hour of class time
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 3
STUDENT PRODUCTS
1. Proposal presentation in which student groups present their hypothesis and
design for suggestions and criticism (alternatively, groups can prepare a written
proposal),
2. A presentation which may be fairly sophisticated, e.g., PowerPoint, or less so,
and
3. A paper or two (ranging between 5-10 pages in total length, including figures,
tables, and bibliography).
SETTING
The ideal setting is a single, long street that runs through two or more neighborhoods or
communities that differ from one another historically, ethnically, or socioeconomically
within an urban setting.
COURSE CONTEXT
We have used this experiment in an environmental studies class and a general ecology
class at Howard University, a non-majors natural resource conservation class and a
course for wildlife conservation majors at the University of Missouri-Columbia. We ask
students to do the work in groups of three to five students for classes with lab sections
of 20 to 30 students.
INSTITUTION
Howard University and University of Missouri-Columbia are public research 1
universities. The lab is taught in a biology department at Howard and in a fisheries and
wildlife department at Missouri.
TRANSFERABILITY
This exercise is extraordinarily transferable. It is not restricted to major metropolitan
areas. While we have conducted transects in Washington, DC across historicallysegregated communities and in Columbia, MO across communities that differ socioeconomically, a colleague has compared “town-gown” communities (student housing vs.
a upscale, white-collar neighborhood) in a much less metropolitan city (East Lansing,
MI) and we have conducted transects in even smaller “towns.” The exercise is not
limited to Ecology courses; we have used it in a variety of courses, including intro- and
upper-level major courses, and even non-major courses. The exercise and products can
be changed to reflect class size, level, and focus.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 4
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
SYNOPSIS OF THE EXPERIMENT
What Happens
We divide the class into groups of 4-5 with each student assigned a responsibility
(recorder, reporter, etc.). The groups then walk the transect, observing environmental,
ecological, and socioeconomic differences. They do not collect data at this time, but
take notes allowing them to describe the qualitative differences they observed. At the
end of the transect, each group makes a short (1-2 min) presentation of their
observations and then develops one or more hypotheses about the environmental
differences. On a return trip, student groups collect data. When we extend this exercise
over multiple periods, we have the groups prepare a short paper describing their
observations and outlining the methods they plan to use for data collection and analysis
during the subsequent lab periods.
Lab Objectives
This lab has five objectives:
1. Students will understand that socioeconomic gradients are a form of ecological
gradient.
2. Students will understand how social, economic, and historical factors shape the
ecology of urban neighborhoods.
3. Students will understand the relationship between the environmental issues in
urban neighborhoods and the ecological characteristics of these neighborhoods.
4. Students will develop an understanding that ecological approaches can be used
to examine environmental issues particularly those in cities that are often ignored
by ecologists.
5. Student will understand that there is not a single, correct way to do science.
These objectives are achieved through this lab by having students develop a wide
variety of hypotheses linking environmental differences to social, economic, and
historical factors. For instance, one group hypothesized that owner-occupation would be
positively associated with quality green-space, including tree size, garden condition, and
maintenance of public green-space areas, including tree boxes. Research by another
group revealed substantial differences in tree size among neighborhoods, particularly
related to property value. Yet another group hypothesized that neighborhood socioeconomic condition would correlate directly with the numbers of trees, understory
vegetation density, and bird diversity.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 5
Equipment/Logistics Required
Required materials are limited to notebook and pen. Depending on what the group
decides to investigate, and the schedule used for the exercise, other materials may be
used. For instance, students have investigated tree size (DBH tape), insect diversity
(trowels and paper cup pitfall traps), ground cover (sampling frame), etc. As you may
have already noticed, there is a great deal of flexibility in how this exercise can be
structured—and that is really only determined by your limits and student interest.
Summary of What is Due
1. Proposal — Student groups are assessed on either an oral or written
presentation of their hypothesis and investigative design.
2. Oral presentation — Each group is evaluated on the analysis and interpretation
of data as presented to the class in a PowerPoint format.
3. Paper(s) — The results of each group’s study is assessed based on one or two
papers (ranging between 5-10 pages in total length), including figures, tables,
and bibliography. Papers are formatted following standard journal style.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 6
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
DESCRIPTION OF THE EXPERIMENT
Introduction (written for students)
In today’s lab exercise you will conduct a transect, to observe changes in density and
abundance of populations, factors, and/or conditions along a socioeconomic gradient in
an urban ecosystem. Your transect data will be used to develop an understanding of
how environmental conditions vary across city neighborhoods and the relationship
between social, economic, and cultural factors and environmental conditions.
As you walk along the street please observe variation in environmental conditions.
These might include, but are not limited by any means to:

building condition — abandoned, occupied but in need of repair, litter and graffiti,
good to excellent

building type — house, condominium, apartment, ground floor convenience store
(note with or without liquor license)

building density — single family, multiple family, apartment

block condition — neat and well ordered, generally neat but occasional
untidiness, unclean, hazardous

vegetation — large old trees, small trees, garden (more details can be provided,
e.g. species, DBH, etc.);

safety — street lights present, house/apartment lights present, security signs,
etc.
Using this information, you will develop a description of:
1. The neighborhood — This should be a kind of "guidebook" to the transect in
which you provide a description of what a visitor might expect to see and look for,
including any key landmarks and sights—as well as any historical, socioeconomic, and cultural differences along the transect.
2. How the environmental conditions vary spatially along this transect. This section
should include a description of:
a. any environmental problems that you identified,
b. the local residents you observed,
c. the likely impact of environmental conditions on residents,
d. if there is a need for public policy to address any of the environmental
problems,
e. the stakeholders and groups likely to be involved in the public, decisionmaking process, and
f. the role of ecological research data in informing and guiding the decisionmaking process.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 7
Materials and Methods (written for faculty)
Study Site(s):
The transect runs just south of the Howard University campus, along T Street,
Washington, DC for approximately 25 blocks from 4th Street (LeDroit Park) NE to 20th
Street NW (Dupont Circle). (Map from MapQuest)
The ends of the transect are in two socio-economically, culturally, and racially distinct
communities. LeDroit Park, on the east, was created in the late 1800s as an exclusively
European-American neighborhood. In the 1940s, it became a mixed middle-class
African-American neighborhood, especially following the abolition of racial covenants
(legal restrictions that racially restrict the sale of property and that had prevented black
residents from owning houses in some neighborhoods). Currently, the area is in a state
of flux and while it remains largely African-American, there has been an increase in the
number of economically advantaged and non-African-American residents. Dupont
Circle, on the western end, began as a racially mixed neighborhood of many upper
class African-Americans and European immigrants, although African-American
residents were restricted to the northeast section of the Dupont Circle area. Over time,
the area has become majority European-American neighborhood.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 8
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
The Columbia, MO transect runs follows Garth Avenue for a similar distance from the its
start in the Old Stewart Road neighborhood, an upper income predominately EuropeanAmerican neighborhood, to the intersection of Garth and Business 63 in the Ridgeway
neighborhood, a lower income neighborhood dominated by rental housing and a mix of
European-American and African-American residents. (Map from MapQuest)
Overview of Data Collection and Analysis Methods:
1. Single lab period format: The class is divided into groups of 4-5 with each
student assigned a responsibility (recorder, reporter, etc.). We leave the
classroom, walk to the east end of the transect along T Street. Along the way the
instructor joins up with each of the groups to see what observations they are
making, provide input, and answer any questions they might have. The groups
do not collect data at this time, but take notes. When we reach the end of the
transect (usually about 12 blocks, although this varies according to time), each
group discusses their observations and decides on the type and method for data
collection on the return trip back to the starting point. Each group then makes a
short (2-3 min) presentation to the other students. While we do this very
informally, standing on the sidewalk, students are expected to provide
suggestions to improve data collection and analysis. Alternative approaches
could involve 1) pairing groups for discussions, exchanges, and suggestions and
2) pairing groups and asking each to report the other group’s methods (an
interesting twist suggested by a reviewer that would demand clear presentation
and understanding). Following the return walk with data collection, each group
writes a short (~5 page) paper in which they present their hypothesis, a summary
and analysis of their data, and draw appropriate conclusions.
2. While this exercise can be done in a single week, we have found a multi-week
format to be more satisfying.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 9
o
Week 1: In this version, student groups make notes on both directions of the
walk and then meet back in the lab for short discussions and presentations
(see “Single lab period format” above for a general description). We then
have them locate appropriate literature concerning urban ecology and write a
short paper in which they develop their hypotheses about the environmental
differences and propose methods to test the hypotheses, e.g., what data will
be collected and how it will be analyzed.
o
Week 2: Groups walk the transect (either during the “lab” period or
independently), collecting data in a more ecologically and environmentally
focused manner. Examples of typical group data includes: 1) identification,
measurement, and determination of the condition of street trees, 2) estimation
of bird or insect biodiversity, and 3) determination of the amount and types of
greenspaces (tree boxes, lawns, schoolyards, and parks). Given differences
in group foci, we have found it advantageous to allow them to schedule their
walks in Week 2 independently of the lab period.
o
Week 3: We meet in the regular lab period for group discussions of data and
analysis. At the end of the period each group makes a short (~10 min)
presentation of the literature they have located, along with their data,
analysis, and results. Members of the other groups are expected to provide
constructive criticism.
o
Week 4: Following 15 min, group presentations to the class (PowerPoint is
the standard method), the groups submit their papers which (because of the
greater time and emphasis on the exercise) are generally 0-15 pages. These
follow standard scientific research paper format (e.g., abstract, introduction,
methods, results, discussion, and bibliography) and because students have
been exposed to the format in earlier exercises, our expectations are fairly
high and the grading is rigorous.
Report Format
Regardless of whether the exercise follows a single or multi-week format, all students
participate in the writing of a group, research-style paper. We discuss with the students
what should and should not be included in each section and provide handouts (or post
information online) on how to write scientific research papers. We encourage the
students to write the paper using guidelines for peer-reviewed journals and have found
the guidelines for “From the Field” submissions to Wildlife Society Bulletin
(http://www.wildlife.org/publications/bulletinguidelines.pdf) to be particularly helpful
because of the emphasis on communicating ideas and concepts in a short paper
format. The students are required to work collaboratively on the papers and to evaluate
one another’s contributions to the group product (see rubric below). We encourage
student editing of papers prior to submission noting that this increases the paper quality
and reduces instructor workload (Gass 2002).
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 10
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
Student group research papers are structured according to the following criteria:

Abstract: This section includes both the ecological and environmental context as
to why this study would be of interest and important to ecologists and others. We
expect students to state the specific questions that their study addresses, provide
a summary of the methods used, state and summarize their results (using figures
and tables where appropriate), and draw appropriate conclusions from their data.

Introduction: In this section the group is expected to provide an environmental
and ecological context, including historical, political, and economic information
pertinent to the transect, cite other relevant studies and findings, and state the
specific questions that they address (2-3 pages).

Methods: Groups must provide sufficient detail so that study could be
repeated—without making it tedious to read (1 page).

Results: Here, groups must clearly state the results succinctly, using
appropriately labeled and designed tables and figures (1-2 pages).

Discussion: Groups must provide a short summary of their overall results, an
interpretation of results, and a comparison with other studies. If necessary,
groups should also present a discussion of limitations of the study and
suggestions for follow-up studies (3-5 pages).

Bibliography: All references cited in the text must be included here, formatted
according to that used in Wildlife Society Bulletin, 5-10 references are expected.
Questions for Further Thought and Discussion
We have found the following questions useful during the walk:
1. What have you noticed about the conditions of the sidewalk, tree boxes, yards,
lawns, and houses as you’ve walked along the transect?
2. What differences have you observed concerning the residents along the
transect?
3. What do you know about the history of the neighborhood through which we are
walking? Students often know much more than you think about the area!
4. Have you noticed any security signs posted in front of the houses? Are there
differences in the number of mailboxes are associated with each house?
5. Have you noticed any variation in the species of trees planted in the tree boxes?
6. If there are gardens, you can ask the groups about variety of species planted.
Each question invariably leads into a follow-up discussion. For instance, environmental
observations regarding mailboxes may lead to consideration of the numbers of
residents per unit, and whether the residence should be classified as serving unrelated
individuals, a single-family, or a multiple family unit. This may then lead to consideration
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 11
of neighborhood population demographics, then to whether or not residents are owners
or renters, and then to issues of civic responsibility. Be aware that not all aspects of the
discussion may be comfortable!
At the completion of the group presentations we ask the class to describe the
environmental differences they observed and whether these are related in any way to
neighborhood differences. If they note differential impacts of environmental conditions
on local residents (and they should have since you located the transect so that they
would), ask them to posit how public policy could be developed to address
environmental problems, the stakeholders, and groups likely to be involved in the
process, and the role of ecology in informing the decision-making process.
References and Links
(Note: To facilitate student understanding of the urban environment we usually provide
some basic references. This list includes examples for a variety of cities, but you may
wish to locate more specific, appropriate, relevant references for your city.)

Baltimore Ecosystem Study Long-term Ecological Research Project
(http://beslter.org)

Berlin Digital Environmental Atlas
(http://www.stadtentwicklung.berlin.de/umwelt/umweltatlas/edua_index.shtml)

Bullard, R., G.S. Johnson, and A.O. Torres. 2000. Sprawl City: Race, Politics,
and Planning in Atlanta. Island Press, DC. 236 pp.

Central Arizona—Phoenix Long-term Ecological Research Project
(http://caplter.asu.edu)

Cronon, W. 1995. Uncommon Ground: Toward Reinventing Nature. W. W.
Norton.

East St. Louis Action Research Project
(http://www.eslarp.uiuc.edu)

Forgey, B. 1999. How 1902's City of Tomorrow Became the Capital of Today.
Washington Post, January 4; A1.

Gass, C.L. 2002. An exercise in thinking, writing, and rewriting. Great Ideas in
Teaching. Benjamin Cummings.

Gonzalez, A., J.H. Lawton, F.S. Gilbert, T.M. Blackburn and I. Evans-Freke.
1998. Metapopulation dynamics, abundance, and distribution in a
microecosystem. Science 281:2045-47.

Katz, B and J. Bradley. 1999. Divided We Sprawl. Atlantic Monthly, December
1999.

Middendorf, G. and B. Grant. 2003. The challenge of environmental justice.
Frontiers in Ecology and the Environment 1(3): 154-55.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 12
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005

National Park Service. 2004. LeDroit Park Historic District.
(http://www.cr.nps.gov/nr/travel/wash/dc65.htm)

Nilon, C.H. and G.S. Huckstep. 1998. Analysis of Chicago River recreation
habitats. Pages 161-172 in P.H. Gobster and L.M. Westphal, eds. People and
the river: perception and use of Chicago waterways for recreation. USDI National
Park Service, River, Trails and Conservation Assistance Program. Milwaukee,
WI. (http://ncrs.fs.fed.us/pubs/misc/chicagoriver/people/pdf/ch5.pdf)

Nilon, C. and S. Huckstep. 1998. Impacts of site disturbance on the small
mammal fauna of urban woodlands. Pages 623-627 in J. Brueste, H. Feldmann,
and O. Uhlmann, eds. Urban Ecology. Springer-Verlag, Berlin.

Schmid, J. 1975. Urban vegetation: a review and Chicago Case Study.
Department of Geography Research Paper No. 161. University of Chicago,
Chicago.

Stilgoe, John R. 1988. Borderland: Origins of the American Suburb, 1820-1939.
Yale University Press, New Haven, 353 pp.

West Philadelphia Landscape Project
http://web.mit.edu/wplp/

Wiens, J.A. 1997. Metapopulation dynamics and landscape ecology, pp. 43-62.
In Metapopulation Biology: Ecology, Genetics, and Evolution, I. Hanski and M.E.
Gilpin (eds.), Academic Press, San Diego. 512 pp.

Williams, P. K. 2002. Greater U Street. In The Historical Society of Washington,
DC’s Guide to Neighborhood Resources. Pp. 45-95. Accessed on April 6, 2004
at (www.citymuseumdc.org/pdf/GuideToNeighborhoodResources.pdf)
Tools for Assessment of Student Learning Outcomes
We use the following two rubrics for assessing group performance and student
contribution to the group effort. We like to ask students to assess group performance at
all stages of the exercise so that we can identify issues before they become problems.
We do not use it to differentially distribute credit for grading! The third tool provided is a
questionnaire which we have developed to provide some information concerning the
student background and to assess attitude changes. Both parts should be administered
prior to the exercise and, at some point following completion, Part B should be
administered.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 13
CROSSTOWN WALK – GROUP PERFORMANCE
GROUP:
PUNCTUALITY:
If late (-2.5 [10%] per day)
STRUCTURE, FORMAT & CONTENT (20 max):
Typed and formatted appropriately - (0-3)
Margins and font appropriate, pages numbered (3)
Either margins or font appropriate or pages unnumbered (2)
Two of three inappropriate (1)
Entirely inappropriate (0)
Abstract - (0-5)
Complete and clear description (4-5)
Incomplete, but reasonably clear (2-3)
Incomplete and unclear (1)
Missing (0)
Introduction (including hypotheses, both (null and alternative) (0-5)
Introduction complete with reasonable hypothesis (4-5)
______
Incomplete or unreasonable hypothesis (2-3)
Incomplete and unreasonable hypothesis (1)
Missing (0)
Methods - (0-5)
Complete and clear description (4-5)
Incomplete, but reasonably clear (2-3)
Incomplete and unclear (1)
Missing (0)
Results (including submission of electronic copy of data) - (0-5)
Complete and clearly organized (4-5)
Incomplete, but reasonably clearly organized (2-3)
Incomplete and not clearly organized (1)
Missing (0)
Table presenting descriptive statistics for each group (0-3)
Complete and correct table (3)
Incomplete or incorrect table (2)
Incomplete and incorrect table (1)
Missing (0)
______
Figure and/or histograms (0-3)
Figure neat, complete, understandable, with appropriate
descriptors, and entitled and labeled appropriately (3)
Figure missing two or more of the above criteria (2)
Figure missing three or more of the above criteria (1)
Missing (0)
______
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 14
George Middendorf and Charles Nilon
Statistical analysis (0-3)
Complete and correct analysis (3)
Incomplete or incorrect analysis (2)
Incomplete and incorrect analysis (1)
Missing (0)
TIEE Volume 3, April 2005
______
Discussion - (0-10)
Complete and clear description and interpretation of the
results, including statistical analysis and incorporation
of other studies (9-10)
Missing either description, interpretation, stats, or
incorporation (7-8)
Missing two of these, but otherwise written (5-6)
Missing three, but otherwise written (3-4)
Missing four and/or poorly written (1-2)
Not provided (0)
Bibliographic reference
(insert # required here) - (0-5)
References from reputable scientific journals, appropriate
to the topic and formatted correctly (4-5)
Reference not from a reputable scientific, not appropriate
to the topic, or not correctly formatted (2-3)
Reference not a reputable scientific journal, not
appropriate to the topic, and not correctly formatted (1)
Missing (0)
WRITING (5 max):
Writing style and grammar - (0-3)
Well-written (3)
Moderately well-written (2)
Poorly written (0)
TOTAL (50 max):
COMMENTS:
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 15
CROSSTOWN WALK – ASSESSMENT OF PARTICIPATION IN GROUP ASSIGNMENTS
GROUP:
Each student must complete the items below and return independently of the team report.
YOUR NAME: ____________________________________________________________
GROUP MEMBER(S) & ROLE:
Organizer: ___________________________________
Recorder: ___________________________________
Reporter: ___________________________________
Other:
___________________________________
For each group member, including yourself, fill in the table below. Note: rate performance in
each category on a scale from 1 to 5 where 1=unsatisfactory and 5=exemplary.
NAME
Attends group
meetings (1-5)
Participates in
discussions at
meetings (1-5)
Completes
assignments on
time (1-5)
Completes
assignments
fully (1-5)
If you were given 100 points to distribute among the group members and, based on the
assessment of performance above, how many would you assign to each. For instance, if in a
group of three, all members participated equally, each would be assigned 33.3 points. Unequal
levels of participation would be reflected by unequal assignment of points.
NAME
Relative
Contribution
It is to your benefit to complete the table in an honest and forthright fashion. Please also note
that your responses will not be shown to any other student.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 16
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
CROSSTOWN WALK – QUESTIONNAIRE RE: PERSONAL BACKGROUND & ATTITUDES:
PART A
Please choose the most appropriate answer:
Where you ‘grew up’ would best be described as:
1-rural
2-suburban
3-a town
4-a city
Your primary abode when growing up would best be described as:
1-apartment 2-multi-family house 3-two-family house 4-single-family house
When growing up, what mode(s) of transportation did you typically use?
[Mark all that apply.]
1-car
6-foot
2-bus
3-subway
7-other_______________
4-train
5-bicycle
When growing up, how often did you play basketball?
1-never
2-sometimes
3-regularly
4-often
5-very frequently
When growing up, how often did you go hiking?
1-never
2-sometimes
3-regularly
5-very frequently
4-often
When growing up, how often did you “hang out” in the neighborhood?
1-never
2-sometimes
3-regularly
4-often
5-very frequently
When growing up, how often did you go camping?
1-never
2-sometimes
3-regularly
4-often
5-very frequently
When growing up, how often did you go fishing?
1-never
2-sometimes
3-regularly
4-often
5-very frequently
When growing up, how often did you go hunting?
1-never
2-sometimes
3-regularly
4-often
5-very frequently
When growing up, how often did you go bird-watching?
1-never
2-sometimes
3-regularly
4-often
5-very frequently
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 17
PART B
Please mark all appropriate answer(s), e.g. choose all that apply:
If you or members of your family had pets, which one(s) did you/they have?
1- N/A
2-dog
3-guinea pig/hamster
4-cat
5-bird
6-reptile
7-fish
8-other ____________________
The term “environment” applies to which of the following:
1 - city
2- jungle
3- farm
4- park
5-forest
6 - classroom
Ecological studies are best done in:
1- remote locations 2- old fields 3- coastal regions
5- suburbs
4- cities
Ecologists provide information useful for managing:
1- national parks
2- agricultural land 3- coastal regions
4- urban areas
Environmental justice refers to:
1- fair and humane treatment of animals by their owners
2- differential impacts of environmental problems on different human communities
3- restoration of an environment after mining, timber harvesting or other destructive
practice
4- fair and humane treatment of animals used in medical testing
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 18
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
Tools for Formative Evaluation of this Experiment
We address the question, “What is the evidence that the activities students perform in
lab enable them to attain the objectives of the lab?” in three ways.
1. When the lab is a portion of the semester long assignment we evaluate the
success of the project by reviewing the papers and presentations presented by
each group. Evaluation, based on the rubric, allows us to examine the
hypotheses and determine whether they are reasonable and testable. We can
assess whether the data collected is sufficient and presented well, the students
have examined “outside” literature, they have incorporated their results into a
framework that indicates that they recognize the role of ecology in assessing the
environment, and they recognize the interplay of humans and the environment.
Often there are great differences in the methods, results, and interpretation
among groups and it is critical that the product of each group be assessed
independently from those of other groups.
2. We also use a pre / post lab assessment of students’ understanding of sampling
methods and methods of describing and classifying site features. At the
University of Missouri-Columbia this assessment is done as part of the review /
resubmission process for a semester-long project.
3. To examine changes in student attitudes as a result of participating in the
exercise we have developed a pre and post questionnaire that allows for some
measure of change in knowledge and attitudes concerning urban ecosystems
and environmental justice.
NOTE: An extensive discussion on Evaluation appears in the Teaching section of TIEE.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 19
NOTES TO FACULTY
Challenges to Anticipate and Solve
The most difficult aspect of this exercise is getting the students to think out of their box.
Depending on the class, the student, and his/her experience, almost every student
tends to focus on either the environment or the ecology of the walk. That is, they may
see the housing conditions or the birds in the trees; rarely do they note both. Our goal is
to have students notice and devise methods of data collection for both. Thus, as the
instructor interacts with each group along the initial walk, s/he will have to assess the
focus of the group and provide appropriate, and often pointed, questions. This may not
be true for the class as a whole or even for any particular group, and that is what makes
the exercise so interesting. Each student brings her/his own perception and it is this
juxtaposition and combination that results in the unexpected synergy and interaction.
During the course of the exercise, students must shift from qualitative observation to
quantitative measurement. For the single lab situation, this means the shift must take
place between the walk from campus and the walk back. For the multi-week lab,
between the first and second lab periods. Although second nature for most of us, this
shift is often problematic for students. We have found that this difficulty can be eased if
not circumvented by asking the students to identify specific items that they can measure
for each of the differences they observed. For example, if students’ noted that that trees
were larger at one end of the transect, they might suggest measuring the height or
diameter of trees. Students are challenged in multi-week labs by the need to focus on
qualitative method and synthesis of results. We handle this challenge by encouraging
students to identify a particular context in which the information can be applied. For
example, students collecting tree diameter data might be encouraged to identify how the
information would be used by an urban forester and required to determine how the data
should be analyzed and interpreted for this type of use.
Assignment of grades for individual students participating in group exercises can be
difficult. We do not make distinctions among individuals in a group; everyone gets the
same grade—regardless of level of participation. We make students aware of this at the
beginning of the exercise and we monitor (via the participation rubric) during the early
part of the multi-week format. If problems appear, we talk with students as necessary.
We do allow groups to “fire” students who must then complete the assignment on their
own. But this has happened very rarely.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 20
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
Comments on the Lab Description
Introducing the Lab to Your Students:
While we provide an introduction to the exercise (see the "Synopsis"), we try to
guide students by asking questions about what they observe and to not provide
any additional information. In this way, we “force” students to make their own
decisions regarding the data to be collected.
Activities in the Lab:
The best way to approach this exercise is to initially plan on devoting 2-3 lab
periods. Take a walk around town and locate a “transect” in which you note
reasonably substantial variation in housing and/or environmental conditions. It
also helps to have gained some familiarity with the neighborhoods through which
the transect passes. Often, and especially if you are new to the faculty, it helps to
talk to old-timers who have lived in the area for at least a couple of decades.
Searches through the newspapers for information about the neighborhoods, e.g.,
history, demographics, etc., have proven incredibly useful. Then, on the first
week take the walk with the students. Provide them with hints and guidance, but
let, nay encourage, each group to select its own scientific path. The class
discussions will be much more interesting as a result.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 21
STUDENT COLLECTED DATA FROM THIS EXPERIMENT
Data Set #1 — Land Cover Classification of Douglass Park
Land cover classification of Douglass Park neighborhood adjacent to Garth Avenue
transect. Collected during the multi-lab version of the course.
Environmental Conditions:
Block:
Building Conditions
7- 8- 9- 10- 11- 12- 13- 14- 15- 16- 17- 18abandoned
1
1
occupied but in need of serious repair 1 5 3
2
Graffiti (# buildings)
1
good to excellent conditions
Building Type/Population Density
7- 8- 9- 10- 11- 12- 13- 14- 15- 16- 17- 18single family
14 22 1 19 3 13 7
multi-family (2-4 mailboxes)
5 5 1 1
7 1
2
apartment (> 4 mailboxes)
1
2 6 5
store (with liquor license)
1
store (without liquor license)
1
Block Conditions
7- 8- 9- 10- 11- 12- 13- 14- 15- 16- 17- 18neat, and well kept
no no yes
no
yes yes
gardens flowers, etc.
nil nil yes
3
yes
generally neat but some untidiness
yes
yes
yes
in need of serious work (# buildings) yes yes
2 1
environmental hazard(s)
gas
Note: abandoned gas station at 11-12 St; brown field effect from residual oil
Vegetation
7- 8- 9- 10- 11- 12- 13- 14- 15- 16- 17- 18large (old, established trees)
2
7 2 4 11 9 7 3 4 17 10
small (less than 10 cm in trunk width) 1 3 1
5 1 4 6 1 2 1
other tree conditions:
sparse foliage
1
1 1
Safety
7- 8- 9- 10- 11- 12- 13- 14- 15- 16- 17- 18street lights
2
3
1 3
apt lights
security signs
8 3 10 2 2 8
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 22
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
Land cover classification of Douglass Park neighborhood adjacent to Garth Avenue transect
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 23
Data Set #2 — Line Intercept Sampling of One Block of Garth Avenue Transect
Results of line intercept sampling of one block of Garth Avenue transect (title of table
indicates land cover classification). Collected during multi-lab version of course.
Single Family With Lawns
Ground Layer
Shrub Layer
Tree Layer
Transect %Grass %Paved %Bare %Covered #Stems %Covered #Stems
1
75
20
5
0
0
0
0
2
55
45
0
0
0
0
0
3
60
30
10
20
5
0
0
4
15
75
10
0
0
10
1
5
30
70
0
5
1
0
0
6
65
20
15
35
16
20
1
7
80
20
0
0
0
0
0
8
60
40
0
15
20
0
0
9
30
55
15
25
3
30
2
10
70
25
5
25
7
5
0
11
20
80
0
10
3
0
0
12
45
55
0
5
1
5
0
13
60
30
10
20
2
0
0
14
35
50
15
20
3
10
1
15
45
45
10
35
15
15
2
16
75
10
15
45
35
0
0
17
50
45
5
15
3
0
0
18
70
30
0
20
18
0
0
19
40
30
30
40
12
10
10
20
55
30
15
30
5
5
0
Average 51.75 40.25
8
18.25
7.45
5.5
0.4
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
page 24
George Middendorf and Charles Nilon
TIEE Volume 3, April 2005
Data Set #3 — Bird Census in Ridgeway
Results of bird census in Ridgeway neighborhood adjacent to Garth Avenue transect.
Collected during multi-lab version of course.
Species
King Ave
4th
3rd Garth Ave W. Sexton Jewell Bus. Loop
American Robin
3
5
12
1
2
0
2
European Starling
4
4
1
10
6
2
0
Grackle
0
3
0
0
1
0
1
N. Cardinal
1
1
1
0
0
0
0
House Sparrow
0
13
0
0
0
2
0
Crow
0
1
0
0
0
0
2
Mourning Dove
0
0
0
0
0
0
0
Purple Finch
0
0
0
0
0
3
0
Red Bellied Woodpecker
0
0
0
0
0
0
0
Chickadee
0
0
0
0
0
0
0
Species
Benton E. Forest Grand W. Forest E. Sexton Austin Providence
American Robin
6
2
1
2
2
2
1
European Starling
2
0
2
6
3
5
0
Grackle
0
0
0
0
0
0
0
N. Cardinal
0
1
0
1
2
0
0
House Sparrow
12
4
0
1
0
1
0
Crow
0
0
0
0
0
0
1
Mourning Dove
0
0
0
0
1
1
0
Purple Finch
0
1
0
2
0
0
0
Red Bellied Woodpecker
0
2
0
0
0
0
0
Chickadee
0
0
0
0
0
1
0
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).
TIEE: EXPERIMENTS
Crosstown Walk to Assess Environmental Changes
page 25
ACKNOWLEDGMENTS
Thanks to Joe McCormick, Muriel Poston, Chuck Verharen, Bruce Dahlin, all the
students who put up with early versions of the exercise, and participants on the H-Urban
List Serve where there has been an extensive discussion on neighborhood walks as
tools for teaching about cities. While derived independently of the LTER experience, our
knowledge of, interaction with and participation in did help to refine the exercise. We
also used our experiences with the OTS 20 Questions exercise to guide the opening
portion of the exercise. This submission has benefited from comments by TIEE Editors
and an anonymous reviewer.
COPYRIGHT STATEMENT
The Ecological Society of America (ESA) holds the copyright for TIEE Volume 3,
and the authors retain the copyright for the content of individual contributions (although
some text, figures, and data sets may bear further copyright notice). No part of this
publication may be reproduced, stored in a retrieval system, or transmitted, in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
the prior written permission of the copyright owner. Use solely at one's own institution
with no intent for profit is excluded from the preceding copyright restriction, unless
otherwise noted. Proper credit to this publication must be included in your lecture or
laboratory course materials (print, electronic, or other means of reproduction) for each
use.
To reiterate, you are welcome to download some or all of the material posted at this
site for your use in your course(s), which does not include commercial uses for profit.
Also, please be aware of the legal restrictions on copyright use for published materials
posted at this site. We have obtained permission to use all copyrighted materials, data,
figures, tables, images, etc. posted at this site solely for the uses described in the TIEE
site.
Lastly, we request that you return your students' and your comments on this activity
to Susan Musante (tieesubmissions@esa.org), Managing Editor for TIEE, for posting at
this site.
GENERIC DISCLAIMER
Adult supervision is recommended when performing this lab activity. We also
recommend that common sense and proper safety precautions be followed by all
participants. No responsibility is implied or taken by the contributing author, the editors
of this Volume, nor anyone associated with maintaining the TIEE web site, nor by their
academic employers, nor by the Ecological Society of America for anyone who sustains
injuries as a result of using the materials or ideas, or performing the procedures put
forth at the TIEE web site, or in any printed materials that derive therefrom.
TIEE, Volume 3 © 2005 - George Middendorf, Charles Nilon, and the Ecological Society of America.
Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources
Committee of the Ecological Society of America (http://tiee.ecoed.net).